Please respond to discussion below using current

   The theory-practice gap is a common belief that theories are not practical and have no relevance in real-world applications. However, good theories are actually very practical and should be the basis for evidence-based practice. Evidence-based nursing practice involves using theories to guide actions, and there is no gap between theory and practice (Butts & Rich, 2018). If no theory exists to support a practical action, then evidence can come from individual beliefs, authoritative sources, or common sense. Any nursing action not based on theory requires the generation of a new theory. To translate theories into evidence-based practical actions, a seven-step sequence is followed (Butts & Rich, 2018). The first step in the process is to identify a problem that requires evidence. This involves being aware of the problem and considering new ways to address it. Awareness can come from various sources such as patient experiences, nursing journals, workshops, or professional societies. The second step involves using the PICOT format to ask a question about the problem. This format considers the patient population, intervention or area of interest, group comparisons, desired outcome, and time. The third, fourth, and fifth steps involve searching, evaluating, and integrating available literature about the problem. Research evidence alone is not enough to justify a change in practice. Clinical expertise, patient assessments, and preferences are also important. The sixth step involves evaluating the innovative action after it has been implemented. This can be done through formal research projects or quality improvement programs. The seventh step is to disseminate the results of the evaluation publicly, through presentations and publications (Butts & Rich, 2018). These steps are crucial for translating theories into practical actions for evidence-based practice. it is essential for all nurses to possess the skills required to review existing research and determine its relevance in their own practice. Assessing the suitability of research findings to a specific context is a significant factor in evaluating the practical usefulness of a theory (Butts & Rich, 2018). As evidence-based nursing becomes increasingly important, advanced practice nurses have a responsibility to lead in the evaluation of theories and in translating them into effective practices based on research. Advanced practice nurses should also educate other nurses about the equivalence of evidence-based and theory-based practice.

Moreover, The World Health Organization (WHO) has recommended that the improvement of community health relies on nursing services supported by evidence-based practice (EBP), which involves utilizing the most reliable available evidence to make informed decisions and provide effective and efficient patient care based on scientific knowledge (Li et al., 2019). The methodical implementation of EBP can increase healthcare safety and enhance patient outcomes. Despite being equally crucial to community nurses (CNs) as it is to clinical nurses, EBP in community nursing is still in its early stages. A study by Li et al. (2019), illustrated the current state of knowledge, attitudes, implementation, facilitators, and barriers of evidence-based practice (EBP) in community nurses (CNs). Although EBP has been widely accepted, there is still uncertainty regarding the knowledge, attitudes, and implementation of EBP among CNs, as well as the facilitators and barriers they encounter. The results revealed that CNs have a positive attitude towards EBP, but lack sufficient knowledge and preparation for implementation. The most commonly cited facilitators were academic training, management support, and younger age. Inadequate time and resources were identified as the main barriers to transforming knowledge and attitudes into implementation (Li et al., 2019). The interventions that have been developed thus far primarily focus on enhancing knowledge rather than addressing the objective barriers. This study highlights the need for improvement in the knowledge and implementation of EBP among CNs, despite their positive attitudes. In addition to education, greater coordination with authorities is necessary to leverage the facilitators and overcome the barriers. Further research should concentrate on addressing the deficiencies in knowledge and implementation of EBP among CNs. Policy makers can use the facilitators and barriers identified in this review to modify nursing education, supplement current scientific resources, and provide support for improving care.